This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. With the goal of Preparing Exemplary Practitioners, our programs incorporate ten descriptors (knowledgeable, reflective, inquisitive, decisive, adaptive, proactive, leading, collaborative, culturally sensitive, empathetic), clustered into three interrelated and overlapping themes, that demonstrate our commitment to (a) Professional Excellence; (b) Field-Based Inquiry; and (c) the Betterment of Society. These themes and descriptors are integral components of the conceptual framework and provide the basis for developing exemplary practitioners who are prepared to improve schools and communities. National and state standards (e.g. AASL, AECT, ISTE, ALA)also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to provide excellence in the initial and advanced preparation of professionals for a variety of settings, to foster an innovative learning community, and to empower a faculty committed to teaching and the dissemination of knowledge. This course’s objectives, activities, and assignments are related directly to the conceptual framework and national standards, as identified below.
COURSE OBJECTIVES
Students will --
Develop a knowledge base about the role of the teacher and cite current research findings on effective teaching and student achievement. (Alexander, 2006; Slavin, 2006) (Decision Makers; Culturally Sensitive; Knowledgeable; Reflective; NBPTS 2,4: CACREP SC A.1, 4; SC C.3b,d);
Demonstrate the ability to compare and contrast behavioral and cognitive theories of learning and their implications for the classroom. (Alexander, 2006; Bruning, Schraw, Norby, & Ronning, 2004; Slavin, 2006) (Knowledgeable; Reflective; NBPTS 2; CACREP SC A.1, 4; SC C.3b, d);
Compare and contrast theories of motivation and their practical implications for the teaching-learning-process. (Alexander, 2006; Bruning, Schraw, Norby, & Ronning, 2004; Jordan & Porath, 2006; Slavin 2006) (Knowledgeable; Reflective; NBPTS 1,2,3; CACREP SC A.1, 4; SC C.3b, d);
Integrate and synthesize research findings on teaching and learning to generate new, more effective teaching activities. (Alexander, 2006; Bruning, Schraw, Norby, & Ronning, 2004; Slavin, 2006) (Decision Makers; Culturally Sensitive; Knowledgeable; Reflective; NBPTS 4,5; CACREP SC A.1, 4; SC C. 3b, d);
Develop an awareness of belief systems that impede or enhance learning. (Alexander 2006; Slavin, 2006) (Decision Makers; Culturally Sensitive; Knowledgeable, Proactive; NBPTS 1,3,4; CACREP SC A.8);
Acquire knowledge and competency about individual student differences and how to account for them in the classroom, focusing especially on multicultural diversity. (Alexander, 2006; Bruning, Schraw, Norby, & Ronning, 2004; Slavin, 2006) (Decision Makers; Culturally Sensitive; Empathic; Knowledgeable; Proactive; Reflective; NBPTS 1,3; CACREP SC A.8).
DESCRIPTION
This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. With the goal of Preparing Exemplary Practitioners, our programs incorporate ten descriptors (knowledgeable, reflective, inquisitive, decisive, adaptive, proactive, leading, collaborative, culturally sensitive, empathetic), clustered into three interrelated and overlapping themes, that demonstrate our commitment to (a) Professional Excellence; (b) Field-Based Inquiry; and (c) the Betterment of Society. These themes and descriptors are integral components of the conceptual framework and provide the basis for developing exemplary practitioners who are prepared to improve schools and communities. National and state standards (e.g. AASL, AECT, ISTE, ALA)also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to provide excellence in the initial and advanced preparation of professionals for a variety of settings, to foster an innovative learning community, and to empower a faculty committed to teaching and the dissemination of knowledge. This course’s objectives, activities, and assignments are related directly to the conceptual framework and national standards, as identified below.COURSE OBJECTIVES
Students will --